Implementing a teaching performance assessment: An Australian case study

Buchanan, J; Harb, G; Fitzgerald, T

Implementing a teaching performance assessment: An Australian case study

Buchanan, J

Harb, G Fitzgerald, T

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Publisher:: Edith Cowan University
Publication Type:: Journal Article
Citation:: Australian Journal of Teacher Education, 2020, 45, (5), pp. 74-90
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Buchanan, J https://orcid.org/0000-0001-6454-2296
dc.contributor.author	Harb, G
dc.contributor.author	Fitzgerald, T https://orcid.org/0000-0002-5456-7606
dc.date.accessioned	2020-09-26T20:11:12Z
dc.date.available	2020-09-26T20:11:12Z
dc.date.issued	2020-01-01
dc.identifier.citation	Australian Journal of Teacher Education, 2020, 45, (5), pp. 74-90
dc.identifier.issn	0313-5373
dc.identifier.issn	1835-517X
dc.identifier.uri	http://hdl.handle.net/10453/142886
dc.description.abstract	© 2020, Social Science Press. This paper reports on the implementation of a Teaching Performance Assessment (TPA), a component of graduation recently introduced into the teaching workforce in Australia. The TPA typically requires graduates to demonstrate that they can plan, implement, assess and reflect on a series of lessons given to school students. This case study used grounded theory to analyse the initial implementation of a TPA at an Australian university, based on interviews, student focus groups, and a classroom readiness survey. We investigated the TPA's contribution to final-year pre-service teachers' learning and professional readiness. We conclude that the TPA, as a threshold task, is broadly beneficial to the profession and graduating teachers, and may strengthen professional bonds between schools and universities. We also warn of TPA-related fragilities and its potential to reinforce populist notions of 'teaching as telling' and to test surface-level quiz-knowledge to the exclusion of deeper, attitudinal learning outcomes.
dc.language	en
dc.publisher	Edith Cowan University
dc.relation.ispartof	Australian Journal of Teacher Education
dc.relation.isbasedon	10.14221/ajte.2020v45n5.5
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject	13 Education
dc.title	Implementing a teaching performance assessment: An Australian case study
dc.type	Journal Article
utslib.citation.volume	45
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
dc.date.updated	2020-09-26T20:11:07Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	45
utslib.citation.issue	5

Abstract:

© 2020, Social Science Press. This paper reports on the implementation of a Teaching Performance Assessment (TPA), a component of graduation recently introduced into the teaching workforce in Australia. The TPA typically requires graduates to demonstrate that they can plan, implement, assess and reflect on a series of lessons given to school students. This case study used grounded theory to analyse the initial implementation of a TPA at an Australian university, based on interviews, student focus groups, and a classroom readiness survey. We investigated the TPA's contribution to final-year pre-service teachers' learning and professional readiness. We conclude that the TPA, as a threshold task, is broadly beneficial to the profession and graduating teachers, and may strengthen professional bonds between schools and universities. We also warn of TPA-related fragilities and its potential to reinforce populist notions of 'teaching as telling' and to test surface-level quiz-knowledge to the exclusion of deeper, attitudinal learning outcomes.

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http://hdl.handle.net/10453/142886